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DEEP CONCEPTUAL LEARNING IN SCIENCE EDUCATION
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
Not since the
reaction to the launching of Sputnik
has U.S. science and mathematics education been at a greater potential
inflection point. The Common Core mathematics standards and Next Generation
Science Standards presage dramatic shifts in curricula for less breadth and
more depth, rejecting superficial coverage for more profound learning (Common
Core State Standards Initiative, 2010; NGSS Lead States, 2013; NRC, 2012;
Rillero & Padgett, 2012). These standards seek to dislodge the prevailing
curricula consisting of broad survey type courses characterized as one-inch
deep and one-mile wide. Instead, fewer key concepts have been identified and
students delve much deeper into these concepts, with the mantra “less is
more.”
With a strong majority of states adopting the Common Core
State Standards (CCSS), there is potential to greatly impact children and
schools (Common Core State Standards Initiative, 2016). While the newer Next
Generation Science Standards (NGSS Lead States, 2013) currently has fewer
implementing states (National Association for the State Boards of Education,
© 2016 Electronic Journal of Science Education
(Southwestern University/Texas Christian University) Retrieved from
http://ejse.southwestern.edu
2014), these standards,
however, are already influencing science education thought, curriculum, and
practice (Hoffman & Turner, 2015). The prequel for NGSS is the book A Framework for K12 Science Education:
Practices, Crosscutting Concepts, and Core Ideas (NRC, 2012). According to
the Framework, K-12 science education
“emphasizes discrete facts with a focus on breadth over depth, and does not
provide students with engaging opportunities to experience how science is
actually done” (p. 1).
International comparisons
indicating the U.S. lags in mathematics and science achievement informed CCSS
and NGSS. U.S. educators tend to focus more on mathematical procedures with
less concern if students understand the underlying concepts (Stigler &
Hiebert, 1999; Stigler & Hiebert, 2009). “International studies have also
shown that U.S. math and science textbooks cover comparatively more topics with
less depth of coverage and development” (National Science Board, 2002, p
30).
Focusing on fewer key
concepts is an opening to make learning deeper. The challenge, however, is to
avoid making “less coverage” become a reduced amount of learning. To be sure,
there have been many standards and curricula revisions in mathematics and
science education. The focus on reducing the coverage of content and delving
deeper, however, is a fundamental shift from previous reforms and past professional
development efforts. Producing deeper learning may be a profound transformation
for many U.S. teachers.
1.2 Statement of the problem
There is wide agreement
that professional development should be a key part of implementing the new
standards (Drits-Esser & Stark, 2015). New models of professional
development have been developed that move past a correcting-teacher-deficit
focus. One leading model is the Interconnected Model of Teacher Professional
Growth (Clarke & Hollingsworth, 2002). In this empirically supported model,
the Personal Domain is an important determinant of teacher action that is
strongly influenced by the Domain of Practice and the Domain of Consequences.
Conversely, the Personal Domain influences the Domain of Practice; beliefs and
attitudes influence the enacted methods and content of teaching. Since deep
conceptual learning (DCL) is a key aspect of new standards, it is important to
develop insights into teacher and educational administrator views of DCL.
1.3 Objectives of the
study
1. To understand the
impact of deep conceptual learning in the development of science education
2. To understand the
relationship between deep conceptual learning and science education development
1.4 Research Questions
1. What is the impact of
deep conceptual learning in the development of science education
2. What is the
relationship between deep conceptual learning and science education development
1.5 Research Hypothesis
H0: There is no
significant relationship between deep conceptual learning and science education
in Nigeria
H1: There is a significant
relationship between deep conceptual learning and science education in Nigeria
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